A Clever War: Scientific and Technological Advances

in World War I

Brian Weaver Central Bucks High School - West

Doylestown, Pennsylvania

2

Grade Level:

9 - 12

Objectives:

At the conclusion of this lesson, students will be able to

Explain different medical technology and techniques used in World War I

Analyze historic photographs in order to determine the new types of technology

utilized by armies in World War I

Synthesize what inventions were used for by studying the photographs from World

War I and connecting those inventions to tools used in modern life

Compare and contrast the tools needed to support an army in 1914 with those of

previous conflicts

Demonstrate their writing skills by completing a group essay in a series of small

steps

Guiding Question:

What new developments were armies forced to make during World War I both on and off

the battlefield, and why did they make them?

Connections to Common Core:

CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or

secondary source; provide an accurate summary that makes clear the relationships among

the key details and ideas.

CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and

determine which explanation best accords with textual evidence, acknowledging where

the text leaves matters uncertain.

CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary

and secondary, into a coherent understanding of an idea or event, noting discrepancies

among sources.

Connections to C3 Framework:

D2.His.2.9-12. Analyze change and continuity in historical eras.

D2.His.16.9-12. Integrate evidence from multiple relevant historical sources and in-

terpretations into a reasoned argument about the past.

Documents Used:

Primary Sources included in PowerPoint file:

Artifact 1: Trench watch

www.theworldwar.org/lessons

3

Artifact 2: British CE box respirator, gas mask and carrier

www.theworldwar.org/lessons

Artifact 3: Prosthetic arm

www.theworldwar.org/lessons

Artifact 4: Prosthetic hand

www.theworldwar.org/lessons

Artifact 5: Original ISO white

www.theworldwar.org/lessons

Artifact 6: Pattern 1908 web infantry equipment valise

www.theworldwar.org/lessons

Artifact 7: Gas mask

www.theworldwar.org/lessons

Artifact 8: US buckle knife

www.theworldwar.org/lessons

Photograph 9:

German airplane with French aviators and soldiers in front

http://theworldwar.pastperfect-

online.com/35156cgi/mweb.exe?request=record;id=C9E363F9-9152-4768-8BD8-

342262034321;type=102

Photograph 10:

British Mark tanks with crib fascines on top of tanks at Cambrai, 1917

http://theworldwar.pastperfect-

online.com/35156cgi/mweb.exe?request=record;id=0F43FA68-ADE4-4DC8-99C1-

234380989364;type=102

Photograph 11:

Soldiers standing outside a 40 and 8 boxcar in France

http://theworldwar.pastperfect-

online.com/35156cgi/mweb.exe?request=record;id=26C3F231-09B9-4182-8510-

711969304237;type=102

4

Photograph 12:

Two female American Red Cross canteen workers sitting on front of motorcycle posing for

group portrait with soldiers

http://theworldwar.pastperfect-

online.com/35156cgi/mweb.exe?request=record;id=9EFACB27-502C-4FCE-9230-

273556273112;type=102

Photograph 13:

Operating room at the Vienna Red Cross Hospital, c.1914-1915

http://theworldwar.pastperfect-

online.com/35156cgi/mweb.exe?request=record;id=90D75D70-B4CE-4B43-91D0-

425158544020;type=102

Photograph 14:

A soldier directing traffic at Camp Hancock, Augusta, Georgia

http://theworldwar.pastperfect-

online.com/35156cgi/mweb.exe?request=record;id=68310A94-D301-4B74-B400-

356324840693;type=102

Photograph 15:

U.S. Signal Corps telephone operators in Advance Sector, 3 kilometers from trenches,

France

http://theworldwar.pastperfect-

online.com/35156cgi/mweb.exe?request=record;id=A9706BCE-81FC-4EDE-B114-

421754561660;type=102

Photograph 16:

Battery B, 1st Anti-aircraft Battery, Coast Artillery Corps loading an artillery gun

http://theworldwar.pastperfect-

online.com/35156cgi/mweb.exe?request=record;id=9FA49802-17A9-4F91-AC66-

912229428108;type=102

Photograph 17:

Putting a gas mask on a mule. 137th Amb. Co. [137th Ambulance Company]. Camp de

Galbert, near Amphersbach, Alsace, Germany. Aug. 31, 1918

http://theworldwar.pastperfect-

online.com/35156cgi/mweb.exe?request=record;id=9A0734EC-B027-40A6-8EEC-

272977553428;type=102

Photograph 18:

Primary Class for colored soldiers. Post School. 35th Division. Commerey, Meuse, France.

Feb. 7, 1919.

5

http://theworldwar.pastperfect-

online.com/35156cgi/mweb.exe?request=record;id=65E8D90D-EABA-4071-850D-

048188246699;type=102

Lesson Description:

Overview: The goal for this lesson is to explain that World War I saw a new method of

warfare (trench warfare) which most people know about. But it also led to significant

advances in science and technology. We want to figure out what other advances were

implemented during World War I. To accomplish this, the students will review a series of

primary photographs and artifacts that will illustrate new aspects of warfare. Their

ultimate goal is to write an essay that will explain how warfare changed from a technical

perspective.

Time: One 90-minute block or two 45-minute classes

Materials:

PowerPoint of artifacts and photographs

Graphic Organizer

Essay prompt

Photograph Analysis Sheet from the Library of Congress (if desired)

Computer/Google docs (if possible)

Lesson Preparation:

Print one copy of photographs per group

Copy one IQ Test per student

Print out one Graphic Organizer per group

Be sure each group has either notebook paper or computer access for the writing

portion

Print one copy of Library of Congress Photograph Analysis Sheet and per group

Procedure:

Anticipatory Set - Hand out copies of IQ test for students to take. Students should

complete the test to the best of their ability.

o Note: It is a strange test, from pre-1920 America, so do not let them get

too discouraged.

o After they have a chance to complete it, share the answers and see how

they did. Explain that this is an IQ test used for soldiers at the beginning

of World War I, as America had to find new ways to find competent soldiers

to lead their rapidly assembled army.

6

Sorting the Photo Evidence - Put students into groups of three or four. Distribute

organizers to students and distribute photographs (one set per group). For extra

analytical purposes, you could also distribute the two Photograph Analysis Sheets,

one per group, as a guide.

Using the graphic organizer, students should indicate what the photograph is

showing (what object/action) and to then sort it according to which category it

would fall under.

After they have sorted all of the photographs, each student in the group should

choose a category for which he or she will be responsible.

Paragraph Writing - Once students have a category, they will each write a

paragraph explaining what new advances were made in their category and why

they were made. They should focus on writing structure: a good topic sentence

that indicates a general idea of how their area changed and at least three

supporting pieces of evidence from the photographs in their category.

If you are using two 45-minute blocks, the first will likely end at some point

during paragraph writing.

When the group has finished all paragraphs, they should put them together as if

they were the body paragraphs of the essay.

Writing a Group Essay – Together the group should write an introduction and solid

thesis statement to answer the following prompt: “What new developments were

armies forced to make during World War I both on and off the battlefield and why

did they make them?”

Following the construction of an introductory paragraph, they will then add

transitions between their paragraphs and complete a conclusion. Together, they

will have written an essay as a group, which the teacher can then collect and use to

measure comprehension of the subject material.

For technology purposes, I would recommend (if the hardware is available) typing

on Google docs. That way the students’ paragraphs appear all at once, and the

full essay is more or less typed after they have written their individual paragraphs.

Students can quickly and efficiently peer edit their work before submission. If

using a computer, students could also pull selected pictures into the Word

document in order to make it appear more like a magazine layout.

Assessment Materials:

The whole lesson revolves around the following essay prompt: “What new

developments were armies forced to make during World War I both on and off the

battlefield, and why did they make them?” Students are working together to create

7

an essay that answers this question, and the teacher can stop at any point and

grade paragraphs, or simply grade the completed product at the end of the class.

Methods for Extension:

Once all students have written their paragraphs, the group could work together to

write a final paragraph that indicates how some of these innovations became parts

of not just today’s military, but today’s everyday life. (Example: radios for military

or civilian use, water purification, hazmat suits, etc.) That could feasibly turn into

a quick research day or a larger project.

A more abbreviated version of this activity (a “bell-ringer” the following day) could

consist of a teacher making a brief slide show of modern-day tools – like the ones

listed earlier in this paragraph – that do the same jobs that the innovations in

World War I were intended to do.

Adaptations:

This lesson is designed to be a writing workshop that challenges students to work

with source material, and is intended to be as flexible as possible. You can easily

make this more or less advanced. For advanced students, they can make their own

categories based on the photographs instead of using assigned categories.

Prompt students to think beyond the pictures, asking, “Here are some of the

advances that armies made during the war. What other adjustments would they

have to make based on what you know about trench warfare? What other sorts of

inventions would have helped the soldiers in the trenches?” After they brainstorm,

they can write another paragraph to add to their essay.

If students struggle with the pictures, I like to break it down to the basics by using

the photograph analysis sheet from the Library of Congress. This organizer helps

students to discuss piece-by-piece what they are seeing, and from there they can

usually get to a more thoughtful conclusion.

8

Bibliography

Primary Sources

Battery B, 1st Anti-aircraft Battery, Coast Artillery Corps loading an artillery gun

(1993.65.28), Photograph, from the National World War I Museum, Kansas City,

Missouri. Accessed February 13, 2014. http://theworldwar.pastperfect-

online.com/35156cgi/mweb.exe?request=record;id=9FA49802-17A9-4F91-

AC66-912229428108;type=102.

“British CE box respirator, gas mask and carrier,” Artifact from the National World War I

Museum, Kansas City, Missouri. Accessed February 13, 2014.

www.theworldwar.org/lessons.

British Mark tanks with crib fascines on top of tanks at Cambrai (2005.117.2.12),

Photograph, from the National World War I Museum, Kansas City, Missouri.

Accessed February 13, 2014. http://theworl dwar.pastperfect-

online.com/35156cgi/mweb.exe?request=record;id=0F43FA68-ADE4-4DC8-

99C1-234380989364;type=102.

“Gas Mask,” Artifact from the National World War I Museum, Kansas City, Missouri.

Accessed February 13, 2014. www.theworldwar.org/lessons.

German airplane with French aviators and soldiers in front (2005.101.236), Photograph,

from the National World War I Museum, Kansas City, Missouri. Accessed February

13, 2014. http://theworldwar.pastperfect-

online.com/35156cgi/mweb.exe?request=record;id=C9E363F9-9152-4768-

8BD8-342262034321;type=102.

The operating room at the Vienna Red Cross Hospital (1983.41.139), Photograph, from

the National World War I Museum, Kansas City, Missouri. Accessed February 13,

2014. http://theworldwar.pastperfect-

online.com/35156cgi/mweb.exe?request=record;id=90D75D70-B4CE-4B43-

91D0-425158544020;type=102.

“Original ISO white,” Artifact from the National World War I Museum, Kansas City, Missouri.

Accessed February 13, 2014. www.theworldwar.org/ lessons.

“Pattern 1908 web infantry equipment valise,” Artifact from the National World War I

Museum, Kansas City, Missouri. Accessed February 13, 2014.

www.theworldwar.org/ lessons.

9

Primary Class for colored soldiers. Post School. 35th Division. Commerey, Meuse, France.

Feb. 7, 1919 (1926.28.604), Photograph, from the National World War I Museum,

Kansas City, Missouri. Accessed February 13, 2014.

http://theworldwar.pastperfect-

online.com/35156cgi/mweb.exe?request=record;id=65E8D90D-EABA-4071-

850D-048188246699;type=102.

“Prosthetic arm,” Artifact from the National World War I Museum, Kansas City, Missouri.

Accessed February 13, 2014. www.theworldwar.org/lessons.

“Prosthetic hand,” Artifact from the National World War I Museum, Kansas City, Missouri.

Accessed February 13, 2014. www.theworldwar.org/ lessons.

Putting a gas mask on a mule. 137th Amb. Co. [137th Ambulance Company]. Camp de

Galbert, near Amphersbach, Alsace, Germany. Aug. 31, 1918 (1926.28.391).

Photograph, from the National World War I Museum, Kansas City, Missouri.

Accessed February 13, 2014. http://theworldwar.pastperfect-

online.com/35156cgi/mweb.exe?request=record;id=9A0734EC-B027-40A6-

8EEC-272977553428;type=102.

A soldier directing traffic at Camp Hancock, Augusta, Georgia (1983.49.2), Photograph,

from the National World War I Museum, Kansas City, Missouri. Accessed February

13, 2014. http://theworldwar.pastperfect-

online.com/35156cgi/mweb.exe?request=record;id=68310A94-D301-4B74-

B400-356324840693;type=102.

Soldiers standing outside a 40 and 8 boxcar in France. Possibly near Limoges, France

(1979.22.177), Photograph, from the National World War I Museum, Kansas City,

Missouri. Accessed February 13, 2014. http://theworldwar.pastperfect-

online.com/35156cgi/mweb.exe?request=record;id=26C3F231-09B9-4182-

8510-711969304237;type=102.

“Trench watch,” Artifact from the National World War I Museum, Kansas City, Missouri.

Accessed February 13, 2014. www.theworldwar.org/ lessons.

Two female American Red Cross canteen workers sitting on front of motorcycle posing for

group portrait with soldiers (1980.121.20b), Photograph, from the National World

War I Museum, Kansas City, Missouri. Accessed February 13, 2014.

http://theworldwar.pastperfect-

online.com/35156cgi/mweb.exe?request=record;id=9EFACB27-502C-4FCE-

9230-273556273112;type=102.

10

“US buckle knife,” Artifact from the National World War I Museum, Kansas City, Missouri.

Accessed February 13, 2014. www.theworldwar.org/ lessons.

U.S. Signal Corps telephone operators in Advance Sector, 3 kilometers from trenches,

France (1984.70.4), Photograph, from the National World War I Museum, Kansas

City, Missouri. Accessed February 13, 2014. http://theworldwar.pastperfect-

online.com/35156cgi/mweb.exe?request=record;id=A9706BCE-81FC-4EDE-

B114-421754561660;type=102.

Secondary Sources

“History Matters: The U.S. Survey Course on the Web” American Social History Productions,

Inc. Last modified January 3, 2014. Accessed January 7, 2014.

http://historymatters.gmu.edu/d/5293.

Schlenoff, Daniel C. “Snapshots of Military Science from 1913, a Year before World War I”

Scientific American. Last modified July 1, 2013. Accessed January 4, 2014.

http://www.scientificamerican.com/slideshow/warfare-snapshots-of-military-

science-from-1913-slide-show/.

“Teacher’s Guides and Analysis Tool.” Library of Congress. Accessed January 4, 2014.

http://www.loc.gov/teachers/usingprimarysources/guides.html.

IQ Tests Go to War—Measuring Intelligence in the Army

The army’s use of intelligence tests during World War I lent new credibility to the emerging profession

of psychology, even as it sparked public debate about the validity of the tests and their implications for

American democracy. Intelligence testing influenced American society long after the war that had launched it.

The tests were revised for use in schools and promoted the “tracking” systems of segregating students into

ability groups according to test results. Intelligence testing fueled eugenics programs and were also widely

invoked by those who pressed successfully to restrict immigration to the United States. Match your wits with

World War I-era recruits with questions from actual army intelligence tests.

1. Bull Durham is the name of

a A. chewing gum

B. aluminum ware

C. tobacco

D. clothing

2. Seven-up is played with A. rackets

B. cards

C. pins

D. dice

3. The Merino is a kind of A. horse

B. sheep

C. goat

D. cow

4. The most prominent

industry of Minneapolis is A. flour

B. packing

C. automobiles

D. brewing

5. Garnets are usually A. yellow

B. blue

C. green

D. red

6. The Orpington is a kind

of A. fowl

B. horse

C. granite

D. cattle

7. George Ade is famous as a A. baseball player

B. comic artist

C. actor

D. author

8. Soap is made by A. B. T. Babbitt

B. Smith & Wesson

C. W. L. Douglas

D. Swift & Co.

9. Laura Jean Libby is known

as a A. singer

B. suffragist

C. writer

D. army nurse

10. An air-cooled engine is

used in the A. Buick

B. Packard

C. Franklin

D. Ford

11. A house is better than a

tent, because A. it costs more

B. it is more comfortable

C. it is made of wood

12. Why does it pay to get

a good education? A. it makes a man more

useful and happy

B. it makes work for

teachers

C. it makes demand for

buildings for schools and

colleges

13. If the grocer should give

you too much money in making

change, what is the right thing

to do? A. buy some candy off him with

it

B. give it to the first poor man

you meet

C. tell him of his mistake

14. Why should food be

chewed before

swallowing? A. it is better for the health

B. it is bad manners to

swallow without chewing

C. chewing keeps the teeth

in condition

15. If you saw a train

approaching a broken track

you should A. telephone for an ambulance

B. signal the engineer to stop the

train

C. look for a piece of rail to fit in

16. If you are lost in a

forest in the daytime, what

is the thing to do? A. hurry to the nearest

house you know of

B. look for something to eat

C. use the sun or a compass

for a guide

17. It is better to fight than to

run, because A. cowards are shot

B. it is more honorable

C. if you run you may get shot in

the back

18. Why should all parents

be made to send their

children to school?

Because A. it prepares them for adult

life

B. it keeps them out of

mischief

C. they are too young to

work

19. Why do some men who

could afford to own a house

live in a rented one? Because A. they don’t have to pay taxes

B. they don’t have to buy a

rented house

C. they can make more by

investing the money the house

would cost

20. Why is beef better

food than cabbage?

Because A. it tastes better

B. it is more nourishing

C. it is harder to obtain

Used with permission from George Mason University’s “History Matters” Web page.

http://historymatters.gmu.edu/d/5293

More than Just a Ditch: Science and Technology in World War I

By this point, we know that World War I settled into trenches pretty quickly. But did you know that World War I

was a testing ground for many new inventions? Many of these were new weapons, but there were also many

non-lethal advances made at the time of the Great War. The packet of pictures that have features several

different types of technology that arrived around World War I. You should identify what technology is in the

picture, and then put the picture into one of the categories below. Does each picture show you a new weapon,

medical technique/device, or invention that would help armies with transportation and communication? If a

picture seems like it can’t be categorized, you can put it in the Wild Card category.

Once you and your group have sorted all of the pictures, you will be given instructions for your next step.

Weapons Medical Advancements Transportation /

Communication Wild Card

2/24/2014

1

1 2

3 4

56

2/24/2014

2

78

9

10

11 12

2/24/2014

3

13 14

15 16

1718

2/24/2014

4

1920

2122

23 24